[ 摘要 ]

本研究旨在探究台北市國小原住民學童家長參與子女特殊教育與輔導需求的現況。研究參與者為台北市九十五學年度國小原住民身心障礙學童家長共44人，以普查方式進行問卷調查，研究發現如下：

一、原住民身心障礙學童家長對參與子女特殊教育的認知有待加強，特別是在參與其子女鑑定、安置、轉介及擔任家長會委員的認知方面。

二、原住民身心障礙學童家長參與其子女教育的現況需要提升，原住民身心障礙學童家長，在參與子女鑑定、安置、教育輔導及相關專業服務方面亟需鼓勵。

三、影響原住民身心障礙學童家長參與子女教育的因素依序為工作及活動舉辦時間，但家長觀念及資訊不足亦影響家長參與。

四、原住民身心障礙學童家長參與子女教育的輔導需求依社經地位的不同，參與面向而有所差異。

五、原住民身心障礙學童家長之輔導需求以親職服務和相關專業服務需求為主要的訴求。

根據研究結果，研究者提出相關建議，以作為教育主管機關、學校、家長及未來研究之參考。

[ 英文摘要 ]

The purpose of this study is to explore the participation of aboriginal parents in special education for children and the counseling requirements in Taipei elementary school. The census of forty-four aboriginal parents of children with disabilities in Taipei elementary school in 2007 provides the research findings as follows:

1. The notion of the participation of aboriginal parents in special education for children should be strengthened. Especially the notion of participating in children’s identification, placement conference, referral and of serving as a committee member in parents’ association.

2. The participation of aboriginal parents in disable children’s education needs to be promoted. The participation of children’s identification, replacement, service delivery and related professional service needs to be encouraged.

3. The major factors that influent the participation of parents in children’s education are their work and the time the activities held. Parents’ notion and the lack of information are related as well.

4. Different social and economical status of the aboriginal parents leads to different participation of counseling aspects.

5. The major counseling requirements for aboriginal parents of disable children are parental service and relative professional services.

Based on the research findings, researcher proposes several suggestions for the Bureau of Education Government, school systems, parents of children with disabilities and future study to consult.